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Medina College Fairlee Road, Newport, Isle of Wight PO30 2DX

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Medina College Fairlee Road, Newport, Isle of Wight PO30 2DX School report Medina College Fairlee Road, Newport, Isle of Wight PO30 2DX Inspection dates 15–16 November 2017 Overall effectiveness Requires improvement Effectiveness of leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for pupils Requires improvement 16 to 19 study programmes Good Overall effectiveness at previous inspection Requires improvement Summary of key findings for parents and pupils This is a school that requires improvement While the quality of teaching has improved, it is Some pupils, particularly those who are not yet good enough to bring about good disadvantaged, do not attend as well as they progress for all pupils across the college, should. especially in science. Pupils do not attain as highly as they should The provision for pupils who have special in GCSE examinations. In particular, educational needs (SEN) and/or disabilities disadvantaged pupils do not make enough requires improvement. Some pupils’ needs progress. have not been met fully and, as a result, their Subject leaders have improved their progress is not rapid enough. leadership skills but require further support The poor behaviour of a small number of pupils to raise standards in their curriculum areas. hinders their progress. The school has the following strengths The effective leadership of the new head of Governance has recently improved. New school is already shifting the culture of the members have been appointed, and the college. She is well supported by the executive governing body is well placed to hold leaders headteacher and other senior leaders. to account for better performance. Students’ achievement at the sixth form Pupils receive a good level of care, guidance campus is good. They value the range of and support. The large majority of pupils feel academic and vocational subjects on offer. safe and are happy. Full report What does the school need to do to improve further? Improve the progress of all groups of pupils by insisting that all teachers: − focus on the attainment and progress of disadvantaged pupils, so that they catch up with other pupils nationally − consistently follow the school’s assessment policy, so that the needs of all pupils who have SEN and/or disabilities are identified accurately and met carefully − set challenging tasks that engage and interest all pupils, so that low-level disruption in lessons is reduced. Improve the effectiveness of leadership by: − ensuring that subject leaders monitor the work of their teams closely and tackle weaknesses in teaching, learning and assessment promptly and effectively − reviewing and improving the overall provision for pupils who have SEN and/or disabilities, so that they make at least good progress − ensuring that disadvantaged pupils come to school more regularly than in the past, so that their attendance becomes at least in line with the national average for all secondary school pupils. Inspection report: Medina College, 15–16 November 2017 Page 2 of 12 Inspection judgements Effectiveness of leadership and management Requires improvement The recently appointed head of school, senior leaders and governors have a clear vision for improving the school. They demonstrate commendable ambition and drive, and their actions so far are beginning to have a positive impact on teaching, learning and assessment. Nevertheless, some important weaknesses remain. Leaders’ plans to improve the school have not secured consistently good progress for pupils. Leaders recognise that they still have work to do to raise aspirations and expectations to achieve the higher standards they strive for. Leaders have ensured that staff are more accountable for the impact of their work than in the past. There are better systems for monitoring teaching, learning and assessment. However, these systems need time to be fully implemented by staff. A new system for tracking pupils’ progress, based on regular assessments, is now in place across the school. This is sensibly designed to enable teachers to plan successfully, so that they meet the needs of their pupils and help them to make good progress. It is too soon to evaluate the full impact of the new tracking system. Subject leaders and heads of year have enthusiastically welcomed the training they have had to improve their leadership skills. One remarked, ‘This has been the best training for a long time.’ However, not all middle leaders insist that their teams follow school policies and uphold high expectations. There is similar variability in the way in which subject leaders interpret information about pupils’ achievement. Leaders can accurately identify strengths and weaknesses in pupils’ progress. Some do not use this information to plan what pupils need to do next. Since the change to a year-based pastoral system, leaders are becoming much more effective in tackling poor behaviour and attendance. Senior leaders have a good understanding of patterns in pupils’ behaviour and absence. They have introduced effective approaches to pre-empt any problems. For example, a few pupils, some of whom are disadvantaged, do not attend school regularly enough, and some are poorly behaved. The ‘Progress Room’, which is a supervised area for pupils who display poor behaviour, is helping to modify their conduct. Until recently, leaders’ work to improve the attendance and progress of disadvantaged pupils has not had sufficient impact. Actions to help disadvantaged pupils who were falling behind in Year 11 were often taken too late. Leaders have reviewed this work and have better plans in place now. The school’s provision for pupils who have SEN and/or disabilities is not good enough. Leaders have rightly recognised that some pupils’ needs are not met well enough and, as a result, they are not making sufficiently rapid progress. A new approach to performance management is helping to hold staff to account for the quality of their work. Leaders set staff-focused and challenging targets in order to raise standards, in addition to providing them with the support and training they need. Leaders and governors have reviewed the curriculum and have made sure that it is Inspection report: Medina College, 15–16 November 2017 Page 3 of 12 well designed and appropriate for all pupils. In addition, pupils benefit from many opportunities to go on school visits to enrich their experiences. Pupils appreciate the wide range of extra-curricular activities on offer, which have a positive impact on their personal development. A few parents are not yet confident that the school provides good enough opportunities for their children. However, most parents are supportive of the school. For example, one parent commented on the successful Year 6 to Year 7 transition programme: ‘My daughter started in September of this year and has settled extremely well. Transition was excellent.’ The Island Innovation Trust provides clear and well-informed critical support in promoting the school’s improvement. Since the last inspection, the trust has helped to broker a range of specialist support and advice from Hampshire local authority. While school leaders and governors have valued this support, they recognise that further interventions will be needed to gain the best impact from it. Governance of the school Governance is effective. The governing body is committed to improving the school. Recent changes in membership have strengthened governors’ capacity to challenge leaders effectively. Governors bring a range of relevant skills and experience, such as in finance and business. The recent appointments of a new chair of governors and of an experienced educational professional as vice chair of governors have brought a sharp focus on the areas the school needs to improve. They have a clear understanding of the challenges ahead. Along with the Island Innovation Trust, governors responded quickly to appoint a new executive headteacher when the last executive headteacher left the school suddenly. Governors are rightly confident in their appointment of the new head of school. Governors fulfil their statutory duties effectively. They undertake regular training relating to aspects of safeguarding, such as radicalisation, and oversee the school’s work to keep pupils safe. Safeguarding The arrangements for safeguarding are effective. There is a strong culture of safeguarding in the school, and pupils said that they feel safe. Leaders have ensured that staff have a good knowledge of the risks that pupils may face, including those related to radicalisation or child sexual exploitation. Relevant staff have been trained in all aspects of safer recruitment. Checks on new staff and volunteers are rigorous. Staff work well with other agencies to ensure that vulnerable pupils get the support they need when they are at risk. Pupils have many opportunities to learn how to stay safe, both through the subjects Inspection report: Medina College, 15–16 November 2017 Page 4 of 12 that they study and through assemblies. Pupils told inspectors that they regularly learn about how to stay safe online. Pupils are confident that adults will help them and listen to their concerns when they arise. Quality of teaching, learning and assessment Requires improvement Leaders are taking increasingly well-planned and robust action to improve the quality of teaching, which is beginning to have an impact. However, the overall quality of teaching, learning and assessment remains too variable, with particular weaknesses in science. The school’s new assessment system enables teachers to have accurate information about pupils’ abilities and needs. However, not all teachers are using the system to plan effectively. As a result, too few pupils are challenged to make strong rates of progress from their starting points. For the most able pupils, work is sometimes too easy and teachers do not move them on quickly enough. Similarly, some teachers and other adults do not provide appropriate tasks for pupils who have SEN and/or disabilities. In some cases, teachers do not have sufficiently detailed information to help them plan and support pupils’ learning effectively.
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